Review

1
Review

• Conducted a review of CIT in learning and
  teaching and shown an understanding of the
  educational processes
• Review a type of learning technology in relation
  to the context. This will generate one or more
  specific solutions.
• Assess possible solutions against the
  requirements (especially students, learning
  activities, and planned learning outcomes)
• Select a solution (the start of design)
• Write a statement of purpose

2
Review a learning technology area

• Using workshop materials, online and library
  resources
• In the light of the needs analysis
• E.g. Web discussion boards for tutorials
• CMC for students on placements
• Computer based assessment for large first years
• CAA for improved feedback
• Web based resources to support laboratory work
• Web based virtual fieldtrips
• Web based induction for staff
• Online resource library catalogue

3
What technologies to consider?

• Tools
• Worldware, discipline-specific, authoring tools
• Presentation software, interactive whiteboard
• Resources
• Multimedia, resource collections, course webs,
  portals
• Tutorials
• Simulations, models
• Computer Mediated Communication
• Email, chat, text conferencing, video, audio

4
What technologies?Laurillard 2002

• Narrativeprint, lecture, video
• InteractiveHypermedia, web resources,
  interactive TV
• Adaptivesimulations, tutorials, games
• CommunicativeCMC, conferencing
• Productivemicroworlds, modelling (authoring,
  worldware , programming)

5
SWOT for one or more technologies
Learning technologye.g. web board Good Bad
Now Strengths and how to use them Weaknessesand how to support them
Future Opportunitiesand how to exploit them Threats and how to avoid them
6
Selection

• Selected CIT appropriate to the learning
  situation
• There is no simple prescriptive rule connecting
  the analysis of learning activities to the
  required medium Laurillard 2002 p.197
• Matching a mix of methods and technologies to the
  learning gap and the other requirements is
  creative and requires discipline teaching
  expertise.

7
Selecting

• What technologies are there? (short list
  reviewed)
• What matches the analysis? Especially TLAs
• What is available?
• What is the best mix of media?
• What are the costs and constraints?

8
Needs analysis

• Review the current course, if any
• Analyze the stakeholders especially students
• Analyze the subject domain
• Analyze the learning outcomes
• Analyze the teaching/learning activities
• Analyze the constraints and resources
• Analyze the evaluation methods needed

9
Matching technology to TLAsLaurillard 93, Conole
Oliver 98
TLAMedia S Describes concept S Reflects
Lecture .
Hypertext - .
. . . .
10
Matching technology to TLAsLaurillard 2002 Table
10.4
Learning activities needed Design features Media type(N,I,A,C,P)
Attending Describes the narrative related to the goal Narrative
Investigating, analysing Offer student the means to select their own task goal Interactive
13
11
Development costs

• Developmentdelivery time data for multimedia
  courseware
• minimum 1001 developmentdelivery hours for
  experienced developers, assuming about 90 screens
  or instructional points per hour of delivery
• 200-3001 if graphics, more if sound/video
• Marshall et al. 1994
• Conole and Oliver 1998 Table 1
• Laurillard 2002 Tables 10.7, 10.8

12
What determines the cost of developing
courseware?

• Marshall et al. 1994
• course difficulty number of learning objectives,
  difficulty, existence of content
• least cost if knowledge learning objectives, more
  if skill, most if attitudes
• interactivity complexity of interface,
  branching, feedback, question style
  addition/complexity of graphics, animation,
  audio, video, simulations
• development environment production tools, ID
  used, team size, subject MM experience,
• subject matter expert availability, their
  multimedia experience

13
Preparatory work comparison chart (Conole and
Oliver)
Media type Example work Hours from scratch Hours if existing Resources needed
Bulletin board Set up forums and write activities 2-5 0 software
29
14
Study hours to cost
Print Video total
Course aim 1 25 hrs 0 35
23 .. 5.. 5 20
Student time 60 hrs 5 100 hrs
Academic time 250 days 50 400 days
Support time 150 days 230 600 days
Total time 400 days 280 1000 days
15
Constraints

• Timetable
• Location dependent
• Groups needed
• Equipment
• Roomse.g. Conole and Oliver 1998 tables 4,5

16
A statement of purpose
System title The learning technology intervention
Meaning On the course learning activities will be supported by the learning technology
Responsibilities Evaluated by
Exclusions
17
What CPD will I need?

• Identified their own professional development
  goals, directions or priorities
• What new abilities will I need?
• Technical skills?
• Project management?
• Educational expertise?
• Subject expertise?

18
(Later, in the design stage)

• Planned for their initial and/or continuing
  professional development
• How will I gain that development?
• Tutor support
• Training
• Colleagues
• Study

19
Issues -1 variety of uses

• Do we use a method for
• A new course from scratch
• Improving an existing course
• Supporting students or staff?

20
Issues -2 life cycle

• Life cycle issue
• Do we try to keep analysis separate from design
• Plan to evaluate design and review analysis
• Look ahead to design during analysis
• Integrate analysis and design

21
Issues -3 pick and mix

• Do we present an aggregate of published ideas on
  analysis and encourage pick and mix of what
  seems relevant
• Or
• Provide a simplified, core account, highlighting
  the issues?

22
Issues - 4 - scholarship

• Do we provide a practical, prescriptive guide
• Or
• Provide a scholarly account based on the
  literature?

23
Issues 5 Pedagogy

• Should pedagogy theory (conceptual design,
  educational principles) figure more explicitly
  in analysis before selection?